We work with your children from infancy through their elementary years so that each student can strongly develop both self awareness and assurance, as well as begin to understand capabilities as an individual and realize potential. We, as parents, take much of this development for granted, as simple milestones of childhood. However, as an example, sipping from an open cup as a young toddler is a big accomplishment, as is having the awareness to know when it is time to go to the restroom, and what to do when you get there. For a Kindergartner, illustrations of independence may include learning to tie shoe laces or choosing one’s work in the classroom without having to be directed by the teacher. Providing an opportunity to develop such self awareness and dependence upon oneself is the foundation for becoming an intrinsically self-motivated individual through life.

A Montessori teacher is a highly trained observer of young children. In the classroom it is the teacher’s objective to really get to know each child – figuring out what truly makes each child “tick”. The teacher then follows the student’s lead by allowing students to explore the classroom and gravitate to work that interests them. This method is critical to the success of the student – it makes learning fun and children begin to fully embrace enjoyable learning experiences. The teacher uses a child’s intrinsic curiosity and desire to learn as a spring-board into other learning areas within the classroom. The time your children spend with their teacher allows teachers to observe personal habits and interests and is invaluable for creating lessons. Reach out to your child’s teacher and help us understand your children. Education is a relationship. A parent’s perspective is critical to shaping the educational environment, and so I encourage all of you to reach out to your teachers and provide some insight into what makes your child “tick”.

In the spirit of “whole child” development, a heavy emphasis is placed on the development of social graces. It is very important that our students develop the ability to respect and care for themselves, for those around them and for the world at large. By helping young children explore and develop interpersonal skills, proper and effective communication strategies and the ability to work with those of varying opinions and abilities, they will be better prepared for life. Guiding them in this manner helps students understand the importance of empathy and cooperation, and builds a platform for children to make good choices in behavior and actions for themselves and toward others. With a focus on manners, patience, self-control and regulation – an independent, thoughtful child emerges with decision making skills that are useful in everyday life.

Montessorians feel that a tidy, hygienic and organized environment will lend itself to higher levels of achievement. To this end, a Montessori classroom is specifically designed to be attractive, organized and full of natural light – and the maintenance of the classroom is the responsibility of both the community and the individual. As we are working to develop a strong sense of responsibility in each child, we hold our students accountable for the upkeep of their environment. Each student feels a sense of ownership in upholding his/her share to keep the classroom orderly. A warm, inviting and homelike setting that is prepared and pleasing enables students to learn spontaneously.

We say this so often, but it is important to understand why this aspect of child development is essential. We cannot stress enough that each of your children is unique and incredible to us. We believe that by following each child’s natural curiosity and allowing them to learn at their own pace, we are helping foster their own innate abilities to learn and do great things. In this spirit, we will never say that all of our children will learn to do anything by a certain age or developmental window. Some students may be interested in learning to read at three and others at five or beyond. While we try to encourage interest through inspiration and exposure to related “works”, we will not push children for the purpose of checking off a task on a list. A meaningful understanding is always the goal over drills and end results. In fact, studies show that if a child is pushed academically in a direction or to a depth that makes him/her feel uncomfortable, that the student can (and most likely will) fall out of love with learning.

Learning in the Montessori environment is focused primarily on individual and small group lessons, as well as community building activities that promote a collaborative and cooperative spirit amongst the students. The materials in the classroom are referred to as “works”. This is because we want our students to have respect for their day and the time spent at school, and as such, children go home with a sense of responsibility and accomplishment. Children are using different works at any given time during the school day, whether engaging in Practical Life, Sensorial, Language and Writing, Geography, Mathematics or Science. Interestingly – learning in the Montessori environment is not solely limited to new lessons. In fact, it involves the repetition of works that have already been introduced as well as extrapolation of those same works.

Many of the works are self-correcting, which is purposeful as it allows students to make errors, encouraging them to make adjustments and improvements the next time. The learning experience also incorporates working with other students of varying ages – such as an older child sitting with a younger classmate to demonstrate mastery of a work, thus building leadership qualities in young children that are critical later in life. We have all witnessed the miracle of a child learning by “doing” – and by creating an environment that is tactile and visual, children are encouraged to learn through touch and experience.

This environment is conducive to enable the full cycle of learning. It is also important to understand that the nature of the Montessori curriculum is to spiral upward, using each skill and piece of knowledge as it is mastered, serving as a foundation to build to higher levels of achievement and understanding. In this way, your children do not simply skim the surface of general concepts or breeze through units of study. They are active, focused participants, willingly engaged in learning in a highly concentrated fashion until they have a thorough understanding that will carry them onward and upward to the next phase of learning, trending from concrete concepts to more abstract ones.

It is our fundamental mission to ensure that each student leaves BMS with confidence – the confidence to recognize and realize their individual potential. We aspire to send our students onto the next phase of life and education with a strong sense of self and the ability to effectively question, challenge, problem solve and cultivate independent thought.